Grading Philosophy &

Practices
InTASC Standard #6: Assessment -The teacher understands and uses multiple methods of assessment to
engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making

Overarching philosophy
I believe that grading should represent the knowledge the student has on the
topics covered in any course and the learning that took place to get there.  

       Because my focus of grading is on the

content knowledge my students learn
throughout the school year, I use a
weighted grading system. Compared to a
point-based system, weighting the specific
Breakdown
types of classwork allows me to control  of Grading
what is more valuable in my
grading philosophy.  15% Participation
       I weight quizzes, tests, and projects as
65% of the final grade, because these 20% Assignments
demonstrate what the student has learned 25% Quizzes
in that course.
      Participation and assignments are still 40% Tests/Projects
weighted for 30% of the final
grade because the learning along the way is
also essential in grading student learning. 

Homework
       I treat homework as practice, studying, or finishing in class work.
Homework is not a regularly assigned, unless a student needs more
class time or studying for an upcoming test. Therefore, I don't
create its own category in the breakdown of the final grade. 

Differentiation
       I included projects and tests in the same category because
when I assign projects, I treat them as a summative
assessment in lieu of traditional forms of summative
assessment (paper/pencil tests). 

       I strongly believe that all students are capable of learning,

but need variation in how they demonstrate their learning. I
make it my main focus to provide those variations through
projects and other activities. For, example I ended my unit on
The Oregon Trail with a diary/journal project that provided
students who are less successful with multiple-choice tests an
opportunity for success.

Collecting Data
      Going beyond how I grade and assess my
students, I utilize the multitude
of assessments as a way to collect data on
my students learning and to look for trends.  Formal & Informal
      The trends I find, I use to inform me of
Formative
Assessments 
what areas of my lesson, I didn't teach well (quizzes, fist of five,
and need to revisit before moving on to the polls, etc.)
next topic. 
      I also use this data to inform myself what Summative
I should change for the following year. My Assessments   
goal is to always improve in my lesson (tests, projects,
planning, delivery, assessment, etc. Looking presentations, etc.
at my students scores is one way to do just
that.  

C R E AT E D B Y:

Heather Levi